The University’s Annual HE Pedagogic Research Conference will be held on Friday 2 February 2018 and you are warmly invited to reserve this date in your diary. We are particularly pleased that Dr Kathleen Quinlan, Reader in Higher Education and Director of the Centre for the study of Higher Education, University of Kent, has kindly agreed to give the Introductory talk this year. The programme of Parallel sessions and abstracts are shown below.
9.15 am – 10.10 am Welcome
and Introductory talk
From pedagogic innovation to publication: resituating
your pedagogic research - Dr Kathleen M. Quinlan, PhD PFHEA
This talk will explore the most common difficulties faced
in translating classroom research on practical problems of teaching and
learning into peer reviewed published outputs.
Using examples, Dr Quinlan will show how to use pedagogic literature and
theories of learning, teaching, motivation or curriculum to frame local
problems and questions to appeal to a wider audience.
Dr Quinlan is Reader in Higher Education and Director of
the Centre for the Study of Higher Education at the University of Kent. She holds a PhD in Education from the
Stanford School of Education and has researched teaching and learning in higher
education for more than 20 years. She has led educational development
programmes at The Australian National University, Cornell University’s College
of Veterinary Medicine, and the University of Oxford and served as Educator-in-
Residence (August 2014) at the National University of Singapore. She has published more than 30 peer reviewed
journal articles and seven book chapters, as well as edited books and special
issues of journals. She does applied research;
most has been tied to action research projects that sought to address real
world challenges of practice.
10.15 am – 10.55 am Parallel
Does research-led teaching exist at all? Exploring the
relationships between research and teaching in higher education - Dr Trevor Welland, Brighton and Sussex
The recent literature on the relationships between
teaching and research in international higher educational contexts suggests
that this relationship ‘matters’ (e.g. Brew and Boud, 1995; Hattie and Marsh,
1996; Jenkins et al. 2003, 2007; Brew, 2006). Some of this literature has drawn
upon and analysed the ‘real-world voices’, experiences and perspectives of, for
example, senior research-active academics (Brew, 2001) as well as those of
students (Zamorski, 2002). A range of models or approaches to exploring these
relationships have been proposed ranging from those now identified as ‘traditional’
to ‘new’ models (Brew, 2006).
This session is based on a thematic, documentary analysis
of the professional journals/diaries of 70 probationary academic staff who were
participants on a Postgraduate Certificate in Academic Practice programme at
one university in south-east of England 2007 – 2009. It will explore the ways in which these new
academic staff give accounts of, conceptualize and ‘make sense of’ the
relationships between teaching and research for themselves and their students
and the significance of these relationships in the construction and performance
of their own academic and professional identities. In doing so, this paper will
also empirically interrogate the value of existing models or approaches to
conceptualizing the so-called ‘teaching/research nexus’.
The research is theoretically informed by an
interactionist / social constructionist perspective and is located within the
literatures on linking research and teaching in higher education and the
professional preparation of academics as well as the sociological literature on
The session is relevant to all those with an interest in
the relationship between research and teaching in HE.
B. (1990) Scholarship reconsidered: priorities for the professoriate.
Princeton: University of Princeton
A.; Boud, D. (1995) Teaching and research: establishing the vital link with
learning. Higher Education 29, 261 – 173.
B. (1993) The Research Foundations of Post –Graduate Education”, Higher
Education Quarterly, 47 (4), 301 – 314.
J.; Marsh, H.W. (1996) The relationship between research and teaching : a
meta-analysis. Review of Educational Research 66 (4), 507 - 542
(2000) Fundamental review of research policy and funding. London: HEFCE
et al (2003) Re-shaping higher education: linking teaching and research.
et al (2007) Linking teaching and research in disciplines and departments.
B. (2002) research-led teaching and learning in Higher Education: a case.
Teaching in Higher Education, 7 (4), pp
Changing Mindsets: Staff and students’ perceptions and
experiences - Jennie Jones, Jenny Terry and Catherine McConnell, Centre for Learning and Teaching
Changing Mindsets, an intervention developed by the
University of Portsmouth (UoP), encourages a growth mindset - the belief that
ability develops through effort and embracing challenge. Funded by HEFCE, the Changing
Mindsets Project (2017-2018) comprises workshops for staff and students
underpinned by research at 5 universities: UoP (lead institution), Arts London
(UAL), Canterbury Christ Church, Brighton (UoB) and Winchester. As part of the
mixed-methods evaluation we are conducting a peripheral qualitative study at
UoB adopting narrative methods. We aim to identify how the Changing Mindsets
workshops influence participants’ perceptions of:
mindset, stereotype threat and implicit bias
student engagement, identity development,
belonging and success
Changing Mindsets workshops at UoB (2017/18) have been
embedded into existing PASS (Peer Assisted Study) training for students and
existing staff development courses. The workshops explore strategies to develop
a growth mindset, inclusive behaviours, high expectations and enabling language
for learners. Significant attainment
gaps exist between undergraduate groups across UK universities when comparing:
gender, ethnicity and socio-economic background (Cotton, 2016; Richardson,
2015; Stevenson 2012). Steele (1997) and Aronson et al. (2002) suggest that
developing a growth mindset motivates students, influences staff practices and
helps to close attainment gaps.
We have adopted a narrative inquiry
approach (King and Horrocks, 2010), where participants (students, staff,
mentors) share their stories through focus groups and in-depth interviews. We will present interim findings during this
session. Group discussion will
provide an opportunity to reflect on narrative inquiry as a pedagogic research
approach in higher education which may be adopted in other studies.
Aronson, Carrie B. Fried and Catherine Good (2002). “Reducing the Effects of
Stereotype Threat on African American College Students by Shaping Theories of
Intelligence”, Journal of Experimental Social Psychology, 38: 113–125
D.R.E, Joyner, M., George, R. and P.A. Cotton (2016). “Understanding the gender
and ethnicity attainment gap in UK higher education”, Innovations in Education
and Teaching International, 53(5), 475-486
Endowment Foundation (2015). Changing Mindsets: Evaluation Report and Executive
Summary, June 2012
and Horrocks, C. (2010). Interviews in Qualitative Research, Sage Publications,
impact of a high-quality case-based quiz app for professional learning - Tim Vincent, Brighton and Sussex Medical
learning is a commonly used methodology for learning to apply knowledge to
real-life situations. Quiz-based learning is also a popular methodology for
self-testing and there are several commercial products offering comprehensive
resources for undergraduate medical students (Howlett 2009).
This session is
based on research that examined the value of a new bespoke mobile app and
website, called CAPSULE that combines case-based and quiz-based methodologies
into one high-quality learning resource for undergraduate medicine students.
Content was drawn from a quiz bank on Studentcentral that had been developed
over 10 years by clinical academics but exported due to limitations of the
platform. Data were gathered through a survey of the current cohort of 125
students enrolled on the undergraduate medical degree at Brighton and Sussex
Medical School (BSMS).
Almost all of
the students found our case-based e-learning module to be a useful new platform
for learning, rating it highly in the quality of clinical teaching, exam
revision and preparation for their future career. Over 90% preferred our module
over the other commercially available exam revision resources. The three main
criteria of a good e-learning tool were: appropriate level of difficulty; a
broad range of topics; and the availability of high-quality feedback.
will include a demonstration of the app and an overview of the development
process, which may be of interest to anyone considering creating similar
digital learning resources.
Navigating learning during the first year at university
for direct entry students - Gillian Teideman, School of Sport and Service
The purpose of this research was to explore and gain
insight into year 1 undergraduate Physical Education student experiences of
learning and develop understanding of the means by which students are supported
in the transition to university. It explores the perceived cognitive, affective
and social demands on learning; and the challenges and barriers faced by students
in becoming academic learners in Higher Education.
A qualitative phenomenological approach was adopted.
Interpretative phenomenological Analysis (IPA) provided a methodological
framework and analytical approach that enabled an exploration of the individual
[and shared] lived experience of the six research participants. The research is
idiographic starting with a detailed exploration of individual experience and
perspectives, followed by an interpretative analysis that preserves the
participant voice. Semi-structured interviews were conducted at three key
points during the first year of study and transcripts were analysed using an
iterative, hermeneutic approach. A process of abstraction identified four
recurrent master themes that capture the student experience of learning. It is
by presenting a holistic understanding of the role that ‘Self’, ‘Becoming’,
‘Belonging’ and ‘Motivation’ play in defining student experiences of learning
that this research makes its contribution to knowledge.
The findings of this research show that student
experiences of learning are individually unique and illustrates the importance
of re-evaluating transition. Participants were self-aware but held compound
self-concepts that are emotionally and socially defined. Situated and meaningful
interaction is critical in fostering resilience and a sense of control over
learning and tensions between the relational and connected nature of experience
are brought into view. Participants encountered disconnection between certain
pedagogies and learning, self-determination and the regulation of study.
The conclusion identifies a series of developmental
themes that can inform understanding and contribute to further research where
the agenda for change seeks to respond to student needs through improvements in
teaching and learning; student-centred pedagogy, connectedness, emotional
coping, inclusion or exclusion, and mastery oriented learning.
H. (2009) ‘Emotional journeys: young people and transitions to university’, British Journal of Sociology of Education, 30
T. (2007) ‘Meaning, identity and ‘motivation’: expanding what matters in
understanding learning in higher education?’, Studies in Higher Education, 20 (3), pp.335-352.
D., Crozier, G., and Clayton, J. (2010) ‘’Fitting in’ or ‘standing out’:
working-class students in UK higher education’, British Educational Research Journal, 36 (1), pp.107-124.
J. (2004) ‘Reflecting on the development of interpretative phenomenological
analysis and its contribution to qualitative research in psychology’, Qualitative Research in Psychology, 1,
11.15 am – 11.40 am Parallel
Understanding of university tutor expectation in terms of
ideal (model) answers for SAQ and LAQ questions, and its matching to student
expectations - Dr Dipak Sarker, School
of Pharmacy and Biomolecular Sciences
Students entering HE are frequently observed to adopt the
secondary education approach of learning for examination, which involves
superficial learning (Kolb, 1984) rather than the more pertinent method of deep
(retentive) understanding and cognition. University lecturers, markers and administrators
currently struggle to change this behaviour. This is a particular concern where
a course leads to professional exams e.g. medicine, law, engineering and
accountancy because assessors need to see clear evidence that students have and
can apply subject expertise, and are able to solve problems.
This session is based on research that examined how the
expectations of HE students can be managed and a ‘skill-set’ approach to
learning and assessment can be developed. Student and staff attitudes were assessed
by “40-element” questionnaires and a mixture of open, closed, Likert-scale,
personal, graded, open-selection and semi-quantitative questions (Miller,
The findings illustrate the need for different approaches
to priming students for workplace-related assessment by getting students to
think in terms of generic examiner “needs” and “wants”, rather than theme
specifics (learnable templates) to obtain higher marks as a way of
demonstrating proper, fuller subject understanding (Sternberg and Grigorenko,
2007). These will soon form the basis of a PaBS assessment strategy to comply
with the demands of professional, statutory and regulatory bodies.
The session will be of interest to all whose work
involves the assessment of students.
D. A. (1984). Experiential learning: Experience as the source of learning and
development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.
GE. (1990). The assessment of clinical skills / competence/ performance. Acad.
R. J. and Grigorenko, E. L. (2007). Teaching for successful intelligence.
Thousand Oaks, CA: Sage Publications.
A bunch of dissatisfied youth… and other ‘alternative
facts’ about our students - Lisa Hardie
and Penny Jones, Strategic Project
and Planning Office
Are students with high entry qualifications less likely
to recommend the University as a place to study?
Are overseas students less satisfied with assessment and
feedback? Do Clearing applicants have lower entry qualifications?
Are students with disabilities more likely to study
Are BME students less likely to get a 1st or 2:1?
Are male graduates more likely to gain full-time
employment after graduation?
Research carried out by the University’s Strategic
Planning analysis team suggests that some of these and other commonly-held
assumptions about our students are not reflected in reality.
Using data visualisation to showcase some of the analysis
carried out by SPPO, this fun and interactive session aims to debunk some of
these myths, and in doing so hopes to paint a truer picture of our students and
their journey from application through to graduation and beyond.
Easing transitions to higher education - Fiona Ponikwer, School of Pharmacy and
research has been carried out on transitions at HE level, these address
specific areas such as foundation degrees (Greenbank
2007); direct entry (Morgan 2015) and, occasionally, at taught postgraduate
level (Heussi 2012).
This study aims to examine the transition of students into the School of
Pharmacy & Biomolecular Sciences (PABS) at all these levels to see how it
affects their engagement, experience and, possibly, achievement. Lecturers presume students arrive with skills
such as academic writing, referencing, IT, etc, but this is often not the case even
at Year 3 or postgraduate level (Greenbank
2007, Heussi 2012).
With students coming from increasingly diverse academic backgrounds
there are implications in both how we teach and expect them to learn. The gap between expected and actual competence
levels can lead to feelings of isolation or high levels of stress as they
transition into university education (Schlossberg
The study feeds
into the University’s Realising Potential strategy strand, “meeting the needs
of learners with diverse entry qualifications [… and supporting] our students
to progress and succeed” (Brighton
2016) by identifying areas where they need more
academic support and, using transition models, suggest options to improve their
experience, such as adding targeted drop in sessions. All foundation year, direct entry and taught
postgraduates were invited to participate in the study, completing a survey
with closed and open-ended questions during their first few days at the
university (n=156) and a repeat one in early December. Questions included
asking how they feel at that point about studying at university, as well as
self-assessing their skills at both points in areas such as writing lab
reports, essays, and research information.
Descriptive statistical and thematic analysis was applied to the data,
and will be followed by focus groups early in 2018 to examine some of the
open-ended questions regarding their expectations of university and how we can
further improve their experience and ensure credibility of findings. (Yardley
findings suggest that students of all ages and levels of education have the
same concerns about adapting to university education, and expect high levels of
support. Comments vary from
“apprehensive” to “terrified, thrown into the deep end, scared, stressed: will
need one to one”. Areas of student
concern such as knowing the right people to contact for various issues, or
where to access general academic support have been promptly addressed, allowing
individuals to develop skills as well as reducing their stress levels. While
the research focuses on the School of Pharmacy and Biomolecular, the results of
this study are likely to be of wider interest to those involved with foundation
year, direct entry and post-graduate students, irrespective of subject or
discipline of study.
U. o. (2016). "University Strategy."
Retrieved 15 November 2017, from https://staff.brighton.ac.uk/strategy/Strategy2016-2021/Pages/Putting_students_at_the_heart_of_everything_we_do.aspx.
P. (2007). "From foundation to honours degree: the student
experience." Education + Training 49(2): 91-102.
A. (2012). "Postgraduate student perceptions of the transition into
postgraduate study." Student Engagement and Experience Journal 1(3).
J. (2015). "Foundation degree to honours degree: the transition
experiences of students on an early years programme." Journal of Further
and Higher Education 39(1): 108-126.
N. K. (2011). "the challenge of change: the transition model and its
applications." Journal of Employment Counseling 48(4): 159-162.
L. (2000). "Dilemmas in qualitative health research." Psychology
& Health 15(2): 215-228.
Feedback: The NSS and fixing it - Jane Woods, Brighton Business School
‘I know you
think I understand what you thought you said, but I'm not sure you realize what
I heard is not what you meant’
The annual National
Student Survey (NSS) indicates that one of the areas students are least
satisfied with is assessment and feedback. In particular Q7 which asks them to
agree with the statement “Feedback on my work has helped me to clarify things I
did not understand” receives the lowest percentage positive response: 68% from
full-time students in both 2015 and 2016. This is problematic for tutors. We
can ensure feedback is timely and that clear assessment criteria are given in
advance, but how do we know students properly understand the feedback they are
helpful guides to assist tutors with feedback. Most of us are time poor however
and it can be a struggle to make sure the feedback is timely as well as
comprehensible. Comments received from students at the end of the module (or
later still when the NSS is published) indicating that the feedback was not
useful may meet the reaction ‘Why didn’t they let me know earlier’?
At Brighton a
small research project conducted during 2016-17 attempted to address some of
these issues. After returning assignments with comments and marks on Turnitin
students were all individually invited to respond to their marks and more
importantly the feedback they received. This session provides an opportunity to
discuss the findings and consider their relevance to other courses. It will be
relevant to all who have an interest in making feedback on assessment more
11.40 am – 12.00
pm Refreshment break and
Stripping off for anatomy: Student attitudes on the use
of ultrasound in pre-clinical medical education - Abigail Sharpe, Brighton and Sussex Medical School
School of Education Assignment Support Team - Melanie Gill, School of Education
12.00 pm – 12.40
pm Parallel sessions
Partnership working with service users and the public for
clinical commissioning: a research study to inform practitioner curriculum
content – Debbie Hatfield, Brighton and Sussex Medical School
This session will consider how empirical investigation of
partnerships between healthcare workers, service users and the public can
inform curricula for healthcare leadership and clinical commissioning. It will be of interest to all those whose
work involves partnerships between service providers, commissioners, service
users and the public.
Clinical Commissioning Groups (CCGs) in the English NHS
are legally required to engage and involve service users (patients and carers)
and the public. In addition, new NHS
Sustainability and Transformation Partnerships (STPs) are a strategic initiative
to rebuild the health and care system around the needs of patients and
communities, to break down organisational and hierarchical structures and build
networks across the local health economy. STPs have been heavily criticised for
lack of involvement of patients and the public and there is limited empirical
In this context, the research sought to understand how commissioners, the public and service
users can engage as trusted peers in making significant decisions which shape
local health and social care services.
Greater understanding of socio-material perspectives on pedagogies of
partnership could enhance curriculum design for public engagement and clinical
leadership for postgraduate health professionals.
A focussed ethnography was used to examine the practice
of service user engagement for commissioning and leading health and social care
services with clinicians for strategic clinical commissioning in two CCG case
study sites. A practice theory lens was
used to offer new insights with regard to the socio-material aspects of the
visible and hidden practices shaping engagement and involvement in partnership
Thematic analysis revealed practices relating to role and
status in the CCG, clinical leadership, representation, nature of partnership
and what success as a trusted peer looks like. These practices evolved within
the CCG communities as they pursued the shared repertoire of working in
partnership for clinical commissioning.
A, M Chambers and A Boaz. (2017) Whose
voices? Patient and public involvement in clinical commissioning. Health Expectations. 3 (3): 484-494
J and R Matthews. (2016) From tokenism
to empowerment: progressing patient and public involvement in healthcare
improvement. BMJ Quality & Safety.
25 (8): 626-632.
R. (2017) Swimming together or sinking alone. Health, care and the art of
system leadership. London: Institute of Healthcare Management.
Can fidgeting be used to measure student engagement in
online learning tasks? – Dr Harry
Witchel, Brighton and Sussex Medical School
Fidgeting may be a way to monitor second-by-second
student engagement, which would be especially useful for gauging and improving
the effectiveness of online learning. This session is based on research that
found less fidgeting during a formative online reading comprehension test
indicated students were more engaged
Online formative assessments are effective facilitators
of engagement, especially with intelligent tutoring systems. This research used two computerized,
three-minute reading-comprehension tests, identical in all aspects except that
one reading was boring and the other was interesting. These were presented to
27 healthy adult volunteers while alone in a classroom; the stimuli were
combined with an interrupting clicking task that forces screen engagement. The participants’ postural movements were
measured using video-tracking, and these were compared to subjective ratings
for ten visual analogue scales in a repeated measures design.
The interesting reading elicited less fidgeting shoulder
movement than the boring reading. There was also a correlation between the
ratings for wanting "the experience to end earlier" and the extent of
shoulder movement. The research also indicated that the context of formative
online reading tests, the type of boredom elicited is restless rather than
S., Dale, R., & Graesser, A. (2012). Disequilibrium in the mind, disharmony
in the body. Cognition & emotion, 26(2), 362-374.
HJ, Westling C, Tee J, Healy A, Needham R, Chockalingam N (2014). What does not happen: quantifying embodied
engagement using NIMI and self-adaptors. Participations Journal of Audience and
Reception Studies. 11(1): Article 18.
Belonging and becoming - Supporting students with
additional learning needs as they commence undergraduate education - Kathy Martyn, School of Health Sciences
Starting a course at University is reportedly both
exciting and daunting in equal measure. For some students it marks a new start
and an opportunity to begin the journey towards a professional career.
Studies have suggested that student success is influenced
by their sense of belonging (Masika and Jones, 2016; Wilson et al., 2015). For
students who have disabilities belonging enhances perseverance, facilitates
uptake of additional support and enhances learning. Nursing courses have a high
attrition rate (Wray et al., 2017) and
understanding the factors that contribute to this is important (Clements et al., 2016; McKeever et al., 2016; McLain
et al., 2017). Current
students who have Learning support plans have described how they struggle to
Belong to the University as they set out to become a registered nurse.
This session will draw on research at the university to
explore the successes and failures when supporting students as they commence
their undergraduate nursing programme. It will also consider ways in which
educators can support students with diverse learning needs without lowering
standards or ‘setting students up to fail. There will also be opportunities to
discuss how the curriculum design review process and the guidance on developing
an Inclusive curriculum can be harnessed to good effect.
Students in receipt of support have their learning
support plans reviewed once they have been identified through Student Services.
In this process reasonable adjustments and support are identified in both the
academic and clinical practice elements of their course. Using a qualitative
evaluation approach, students who were in receipt of a Learning Support Plan
were asked for feedback as to their experiences related to getting a learning
support plan and the support provided within the school. The aim of this
evaluation was to review the processes developed within the school and to see
what changes if any would improve the student experience.
The session will be of interest to anyone whose work
involves ensuring that all our students have an equal opportunity to learn and
Clements, A.J., Kinman, G., Leggetter,
S., Teoh, K., Guppy, A., 2016. Exploring commitment, professional identity, and
support for student nurses. NURSE EDUCATION IN PRACTICE 16, 20-26.
R., Jones, J., 2016. Building student belonging and engagement: insights into
higher education students' experiences of participating and learning together.
TEACHING IN HIGHER EDUCATION 21, 138-150.
S., Whiting, L., Anderson, D., Twycross, A., 2016. G609 Causes of attrition in
childrens nursing (CATCHING) study. Archives of Disease in Childhood 101,
R.M., Fifolt, M., Dawson, M.A., Su, W., Milligan, G., Davis, S., Hites, L.,
2017. Student Success Survey Supporting Academic Success for At-Risk Nursing
Students Through Early Intervention. NURSE EDUCATOR 42, 33-37.
D., Jones, D., Bocell, F., Crawford, J., Kim, M.J., Veilleux, N., Floyd-Smith,
T., Bates, R., Plett, M., 2015. Belonging and Academic Engagement Among
Undergraduate STEM Students: A Multi-institutional Study. Research in Higher
Education 56, 750-776.
J., Aspland, J., Barrett, D., Gardiner, E., 2017. Factors affecting the
programme completion of pre-registration nursing students through a three year
course: A retrospective cohort study. NURSE EDUCATION IN PRACTICE 24, 14-20.
Building ladders of opportunity: work based learning in
degree apprenticeships - Della Madgwick,
Viki Faulkner and Angela Maguire, School of Environment
The University have been awarded a grant of £120,000 to
Build Ladders of Opportunity by delivering degree apprenticeships in
construction and building. A key requirement for apprenticeship degrees is
partnership with employers and other stakeholders. This should provide great
opportunities for research led learning and innovation however these
opportunities also call for work based learning and appropriate assessment - a
new demand for this subject area. This has led to research into what can be
considered appropriate for the course development, the needs of the workplace
and for the employers themselves, understanding however that academic quality
must not be compromised.
Previous research on work-based learning (Bould and
Solomon 2003) considers six characteristics of work based learning programmes: partnerships,
the learner as an employee, the needs of the workplace, the starting point for
the learner, the learning projects and the learning outcomes and University
award. Each of these characteristics has
been recognised in the course development and consideration of each of them has
been required to develop a course which is successful for all stakeholders. In
addition, the concept of ‘learning ecosystems’ (Jackson 2016) and the need to
consider the learning ecologies around the learner. It is not just what happens in the classroom
that is important, but the learning that they also do outside and carry into
the classroom from life.
Interviews have been held with employers, existing
students on degree programmes and the professional accrediting bodies to explore
their requirements and considerations for the new apprenticeship degrees. An analysis of their responses demonstrates
the challenges and opportunities faced in design and delivery work based
learning within the courses. Key issues
include balancing the expectations of all partners (government, academics,
employers, students) with particular emphasis on work based learning assessment
and also the economics of employment whilst training.
Information will be presented around how work based
learning assessment on the apprenticeship degree is developing and the key
stages that have been reached. The
presentation will be reflective of ‘work in progress’ as delivery of the course
is due to commence in September 2018. Attendees to the session will be asked to
contribute ideas of how academic learning outcomes can be measured in the
workplace without jeopardising the employees’ economic contribution to the
workplace. With the new demand for apprenticeship degrees particularly in STEM
subjects there is likely to be an increasing demand for delivery of
apprenticeships within Higher Education. This study will inform others who are
tasked with delivery of these programmes and ensure that from the outset they
are aware of the differing partners’ perspectives and of the challenges in
developing new assessments for work based learning.
Solomon,N (2003). Work based Learning. A New Higher Education?. Oxford: SRHE
and Open University Press. p4-10.
Keith; Thrift,Nigel. (2015). The future of Higher Vocational Education;
Advanced Apprenticeships; Uniting Universities and Industry in manufacturing
the UK's economic future.
(2016). Exploring Learning ecologies. London: Chalk Mountain.
Lucas, Bill and Spencer, Ellen
(2015) Remaking Apprenticeships: powerful learning for
work and life. City &
12.45 pm – 1.25
pm Parallel sessions 4
Figuring out and thinking through diagrams: Art and
Design student and staff uses of diagrammatic forms to explore and explain
ideas - Paul Grivell and Claire Scanlon Northbrook Metropolitan
This session is based on a continuing action-research
project that explores the uses of diagramming in Art & Design pedagogy. It
also provides a ‘workshop’ opportunity for participants to develop approaches
to diagramming in their own research and teaching practices. It will be of
interest to all those who are curious about using diagramming to explore and
Historically the diagram has often enabled the effective
conceptualisation and communication of new and complex ideas in a readily
comprehensible form that combines key words with visual metaphors: consider
Darwin’s 1837 ‘tree of life’ note-book sketch
(https://en.wikipedia.org/wiki/Tree_of_life_(biology), or Crick’s 1953 sketch
of the DNA double helix (https://en.wikipedia.org/wiki/DNA#History_of_DNA_research).
In Art & Design education key processes and concepts
are often developed and communicated in the form of diagrams. These may be in
the domains of art history, art theory, subject pedagogy, professional
development, creative processes or a host of other related fields (a Venn
The project employs an Action Research approach, testing
ideas and approaches with
students and staff across a range of HE Art, Design and
Media programmes at Northbrook MET (including BA Fine Art, BA Communication
Design and PGCE A&D). The aim is to explore ways in which participants use
diagrammatic forms to explain and explore ideas, to both themselves and others
– creating diagrams of and for thought.
The project uses drawing and diagramming as the key means
to enable the integration of participants’ creative practice and visual
research. In this process we are testing our thesis that these practices offer
invaluable means to question, think through, evaluate and develop their
understandings of key concepts and processes in order to ‘figure out’ ideas in
the teaching and learning context.
The session will include a ‘workshop’ element that will
enable participants to consider how they could use diagramming to explore and explain
their research and teaching practices. This ‘workshop’ element will explore
approaches to the use of diagramming in a paired, simulated tutorial scenario.
In this process participants will become research participants and subjects,
with work generated contributing to the research process.
Please note: If you take part in the ‘workshop element
‘of this session you may be asked if you will formally consent to Paul and
Claire using any diagrams you produce as part of their research project.
N. (2011) Drawing a Hypothesis: Figures of Thought, Springer Wein, New York
How credibility of online information is affected by
style when content is held constant - Georgina
A. Thompson, Carina E.I. Westling,
Matthieu Raggett, Alessia Nicotra, Bruno Maag, Hugo D.
Critchley, and Harry J. Witchel,
Brighton and Sussex Medical School
Student reception of online educational materials, and
consequent learning, can be affected by how those materials are presented
graphically. Contemporary teaching
styles include a wealth of graphical approaches to engage students, including
clip-art, colour combinations for dyslexia, and student online forums (where
misspelling and shouting text appear).
How information credibility is affected by this is poorly defined. Although it is cliché to state that
presentation can affect student learning, there are few research methods to put
specific numbers onto this issue.
Most tests of presentational effects are open about what
they are testing for, whereas we left participants blind to this aspect of the
study, to isolate the effects of presentation from the effects of content. We presented a set of nine paragraphs about
multiple sclerosis to 39 online healthy participants; to rate credibility,
participants used an unnumbered slider from left (completely untrustworthy) to
right (completely trustworthy), which were coded during analysis from
0-100. The paragraphs were collated /written
in a range of intellectual styles from authoritative to credulous. These were framed as being similar to an
unmoderated online health forum. Each of
the paragraphs was randomised to one of three formats. At no point in the
recruitment and instructions were participants told that presentation was the
key issue being investigated.
This methodology was shown to be robust. It could be extended to test for the changes
in credibility resulting from content changes, text colour changes, or the
addition of certain images to the paragraphs.
Shaikh, D., & Fox, D. (2008). Does the
typeface of a resume impact our perception of the applicant. Usability news, 10(1), 5.
Koch, B. E. (2012). Emotion in typographic
design: an empirical examination. Visible Language, 46(3), 206.
Old dogs new tricks: a reflective practice model for
experienced practitioners - Nancy
Carter, School of Humanities
This session is based on a teacher-led and initiated
study that examines the process of reflection with experienced practitioners.
It will be of interest to all who teach or work on courses that are designed to
support the development of professional practice.
As a teacher-educator on the Diploma in TESOL, I use
video reflection with teachers continuously. From this positive experience with
my students and noticing a gap in the literature regarding experienced teachers
and reflection, I decided to initiate a project with my colleagues to avoid
complacency and plateauing, encourage continuous development and maintain
teaching standards. To do this we have begun a process of reflecting on video
excerpts of our teaching. This feeds in to the current emphasis on effective
teaching as required by the HEA and TEF.
We have employed a system of stimulated recall (videoing
a lesson, choosing an excerpt to discuss and watching it together with a
critical friend/ observer in order to reflect and uncover action points for
further development). This is a qualitative study using the data collected from
the videos and the post lesson conversations to record discussions of relevant
aspects of the findings on our UoB edublog.
The project has so far achieved a number of goals:
enabling and maintaining regular reflection on our own practice; ensuring that
our PRSB regulations are adhered to; collecting a bank of video footage to
augment our teacher education courses and creating a blog that can potentially
be used as an example to the teachers on our courses.
This presentation aims to report on the work-in-progress,
detailing the challenges of implementing and maintaining the process and
emphasising the benefits for other teams who may wish to instigate a similar
T. 2013. Reflective practice in ESL
teacher development groups: from practices to principles. Basingstoke:
Walsh, S. & Mann, S. 2015. Doing reflective
practice: a data-led way forward, ELT Journal, 69 (4) 351–362, Available
at: https://doi.org/10.1093/elt/ccv018 Accessed on: 15/11/17
R. & McCotter, S. 2004. Reflection as a visible outcome for preservice
teachers. Teaching and Teacher Education.
20 (3) 243-257, Available at: https://doi.org/10.1016/j.tate.2004.02.004 Accessed on:
Using Interprofessional Learning to develop professional understandings:
the example of Occupational Therapists and Physiotherapists - Hazel Horobin and Sue Wheatley, School of Health Studies
Aguilar et al.
(2014) suggest that students do not understand professional differences and
interprofessional or joint learning is helpful to elucidate these (Kowitlawakul
et al. 2014) as well as confirm their
own values (Hallin et al. 2009).
Occupational Therapists and Physiotherapists frequently work collaboratively
together in clinical practice in order to provide holistic care for clients.
Since autumn 2015 a first year physiotherapy and occupational therapy session
was developed to enhance interviewing skills within the student practitioners.
This also offered an opportunity to work collaboratively across professional
teaching teams with the School of Health Sciences, and strengthen professional
relationships. These sessions have been evaluated to explore their impact.
Client interviewing was chosen because it is a practice
common to both professions and whilst it might appear similar, the concepts
underpinning and the style of approach can be very different. It is also
fundamental to the relatively autonomous working expected in Allied Health
Professionals. By developing the skills needed to undertake subjective
assessment as well as appreciating the value and meaning of assessment details
for the different professions, it was hoped that integrated and respectful
collaborative working would be enhanced between the professional groups.
In the course of the learning event, participants witness
different professional interviewing approaches in small groups, based on a case
study. Observations are collected and shared online using an e-feedback tool
(BOS). Student responses were used to facilitate wider interprofessional discussion.
The learning event was also evaluated using an online tool and students
Mostly positive evaluation of the session was gained
using an on-line survey. Students were also asked how they rated the session in
face to face classroom discussions with the tutors involved, and here more
critical feedback emerged. Both sets of feedback was used to develop the
The session is relevant to all those who are interested
in the opportunities in developing, exploring and evaluating professional roles
within an academic learning environment.
A., Stupans, I., Scutter, S. & King, S. 2014, "Exploring how
Australian occupational therapists and physiotherapists understand each other's
professional values: implications for interprofessional education and
practice", Journal of Interprofessional Care, vol. 28, no. 1, pp. 15-22.
K., Kiessling, A., Waldner, A. & Henriksson, P. 2009, "Active
interprofessional education in a patient based setting increases perceived
collaborative and professional competence", Medical teacher, vol. 31, no.
2, pp. 151-157.
Y., Ignacio, J., Lahiri, M., Khoo, S.M., Zhou, W. & Soon, D. 2014,
"Exploring new healthcare professionals' roles through interprofessional
education", Journal of Interprofessional Care, vol. 28, no. 3, pp. 267-269